https://repositorio.ufms.br/handle/123456789/58 Fri, 19 Jun 2026 13:31:50 GMT 2026-06-19T13:31:50Z https://repositorio.ufms.br/handle/123456789/14432 Título: (RE)EXISTIR, SUBVERTER E (DES)CONSTRUIR: A literatura afro-diaspórica como dispositivo de Formação Cultural Contextual e resistência Abstract: This doctoral dissertation, developed within the Research Group Formação e Cultura na Sociedade Contemporânea (EduForP/UFMS–CNPq), investigates Afro-diasporic literature as a field of formation, memory, and (re)existence. Grounded in Critical Theory and Decolonial Thought, it revisits the notion of Bildung (Adorno 1995; Horkheimer 1944; Marcuse 1973), understood as a Eurocentric formative ideal that, under the logic of instrumental reason, universalized a particular model of subject while producing racial, epistemic, and ontological exclusions. In response, the research proposes the concept of Cultural Contextual Formation (Formação Cultural Contextual – FCC), defined as an ethical, aesthetic, and political process of reconstructing humanity in contexts marked by colonial trauma and systemic racism. The FCC is structured upon the interrelation between body, ancestry, orality, and insurgent memory, promoting a form of learning based not on assimilation but on rootedness and critical listening. Drawing from thinkers such as Frantz Fanon (1952/2008), Lélia Gonzalez (1988), bell hooks (1994), Stuart Hall (1997), Catherine Walsh (2009), Achille Mbembe (2017), and Walter Mignolo (2003), this dissertation articulates a decolonial epistemological shift that conceives formation as an act of rehumanization and re-existence. Within this horizon, the study develops the Diasporic Psychic Dialectics (D.P.D.), a methodological approach that interweaves the psychic, political, and aesthetic dimensions of the Black experience. Inspired by Freud (1915; 1923), Fanon (1952/2008), and Kilomba (2008), the D.P.D. operates as a practice of listening and interpretation oriented toward symbolic elaboration of trauma and restitution of diasporic subjectivity. The work Plantation Memories (Kilomba 2008) occupies a methodological place of emergence in this construction, providing the epistemological ground for such practice of listening. The literary analyses focus on Beloved (Morrison 1987) and Torto Arado (Vieira Junior 2019), which, in different historical and aesthetic contexts, elaborate the pain and resistance of Black bodies, transforming literature into a territory of formation and symbolic healing. These narratives reveal that Afro-diasporic writing not only denounces the violences of modernity but also produces epistemologies rooted in ancestry and the circularity of time.The dissertation concludes that Cultural Contextual Formation, articulated with the methodological listening of the Diasporic Psychic Dialectics, offers the field of Education a new formative grammar: situated, insurgent, and reparative. By recognizing literature as a locus of thought, memory, and transformation, this study reaffirms the power of the word as a technology of rehumanization and a political practice of (re)existence. Tipo: Tese Wed, 01 Jan 2025 00:00:00 GMT https://repositorio.ufms.br/handle/123456789/14432 2025-01-01T00:00:00Z https://repositorio.ufms.br/handle/123456789/14258 Título: Processos formativos no contexto das disciplinas escolares: identidades e diferenças na produção de sentidos sobre o papel da escrita nas aulas de História. Abstract: The present master's research is associated with the research line “Formative processes, educational practices, differences” of the Graduate Program in Education of the Federal University of Mato Grosso do Sul (PPGEdu/UFMS). Our analyses have pointed out that the strong presence of teaching practices inspired by the so-called “traditional conception of History teaching”, whose central qualities are memory, content, linearity and the reaffirmation of a Eurocentric perspective, seems to us to be reinforced by the conception in which the written language is conceived as a technique and, therefore, seen as a fundamental support for learning focused on memorization. Based on this assumption, this research considers that both writing and the teaching of History are contextualized and political practices, and writing, essentially, is a political practice. In this context, there is no writing thought of in the singular, but several ways of expressing oneself within a society of written culture (Santos, 2024). From the theoretical-methodological point of view, the research is based on the principles of qualitative research in interpretative and ethnographic bias, with the objective of analyzing the meanings that teachers attribute to the role of writing in History classes, considering, in addition, the theme of identities, differences, and racial relations in school formative processes. To analyze the data produced, references from Cultural Studies, post-modernity and post-colonialism are articulated with the critical and post-critical perspectives in Education and History Teaching, relating the discussions from studies on race relations. The recurrence of some signifiers in the discourse of other teachers from other school institutions evidences the existence of networks of meanings through which certain ways of teaching History are reproduced and reinvented. Thus, it is not possible to state with certainty the reasons for certain choices of the teachers, however, based on the indiciary paradigm of Ginzburg (1989), we can raise hypotheses and observe clues, marks and traces left in the subjects speeches, actions and gestures. These evidences, articulated with the networks of meanings (Furlan, 2004) and the idea of meanings (Hall, 2016), allow us to understand that what is at stake is not only the “teaching of History”, but the way in which this teaching is articulated with certain education projects and processes of production of subjectivities marked by power relations, silencing and erasure. Tipo: Dissertação Wed, 01 Jan 2025 00:00:00 GMT https://repositorio.ufms.br/handle/123456789/14258 2025-01-01T00:00:00Z https://repositorio.ufms.br/handle/123456789/14241 Título: Análise Sistemática da Formação e práticas pedagógicas de professores em escolas ribeirinhas - “escolas das águas” – no Pantanal sul mato-grossense. Abstract: This investigation is associated with the research line “Formative Processes, Educational Practices, Differences” of the Graduate Program in Education at the Universidade Federal de Mato Grosso do Sul (UFMS), whose objective was to conduct a survey of existing research on the training and practices of teachers working in the “water schools” of the Pantanal region in Mato Grosso do Sul. The research is grounded in historical-cultural theory, with an understanding of psychology in dialogue with Historical-Critical Pedagogy for pedagogical comprehension, based on the method of historical-dialectical materialism. The analyses emerge from a survey of studies investigating teacher training and pedagogical practices in riverside schools in the Pantanal region of Mato Grosso do Sul. To this end, searches were conducted on the Portal Brasileiro de Acesso Aberto (Oasisbr) and in the repositories of federal universities in Mato Grosso do Sul (UFGD e UFMS), Universidade Estadual (UEMS) and the Universidade Católica Dom Bosco (UCDB). For the scope of this study, a total of 13 papers related to the theme were identified. The categorization of the research found was divided into two main themes: the first focused on school curriculum and culture, and the second on teacher education and professional practices. It is considered that an initial concern that emerges in the research is with the local culture in consonance with the activities developed in the school, as well as in teacher training. The researchers point out that the location of these schools influences the development of curricula and, therefore, affects pedagogical practices and the training of the teachers working in these schools. This demonstrates that culture is a central concern in the formulation of the schools’ Political-Pedagogical Project. By affirming that school is a place for the socialization of knowledge systematized by humanity, one acknowledges that this knowledge materially enables both students and teachers to critically position themselves in the face of the contradictions present in the Pantanal territory. Therefore, it is not enough to merely include the "Pantanal culture" as a developmental hallmark in school curricula. Above all, it is necessary for individuals to understand the social relations present in this context and the implications they carry for their education and pedagogical practices. Tipo: Dissertação Wed, 01 Jan 2025 00:00:00 GMT https://repositorio.ufms.br/handle/123456789/14241 2025-01-01T00:00:00Z https://repositorio.ufms.br/handle/123456789/14172 Título: ASSISTÊNCIA ESTUDANTIL E SUA RELAÇÃO COM A TAXA DE SUCESSO DOS ALUNOS COTISTAS DOS CURSOS DE GRADUAÇÃO DA UFMS Abstract: This thesis investigates the correlation between Student Assistance and academic success in undergraduate studies, focusing on quota students at the Federal University of Mato Grosso do Sul (UFMS). The research stems from the problem of unequal access and limited retention of historically excluded groups in higher education, understanding these phenomena as expressions of the social question that permeates the material and symbolic conditions of existence of these individuals. The general objective of the study is to analyze to what extent Student Assistance policies influence the graduation success rates of quota students, seeking to understand their impacts on retention in higher education and the reduction of inequalities. Grounded in Historical-Dialectical Materialism, the investigation conceives human and social development as a contradictory historical process, permeated by struggles and qualitative transformations. Methodologically, it is a descriptive and exploratory research of a quantitative-qualitative nature, developed from a bibliographic and documentary review on the trajectory of educational policies for access and retention in higher education in Brazil. This stage was complemented by the analysis of such policies in the institutional reports of UFMS (Federal University of Mato Grosso do Sul), referring to the period from 2013 to 2024, and by the application of a semi-structured questionnaire to quota students benefiting from student assistance at UFMS, in order to evaluate the perception of the importance of the aid received. The results indicate that Student Assistance plays a decisive role in the retention and academic success of quota students, although challenges persist regarding the scope and effectiveness of the actions. It is concluded that such policies constitute fundamental instruments for promoting the democratization of higher education, contributing to the improvement of access and retention policies and to the advancement of a more equitable public university. Tipo: Tese Wed, 01 Jan 2025 00:00:00 GMT https://repositorio.ufms.br/handle/123456789/14172 2025-01-01T00:00:00Z